1. The Kentucky Behavior RtI website provides web based resources to help districts create and implement multi-tiered system of behavior supports within the school setting. The following presentation addresses the components of a practical functional behavior assessment, (FBA). It assumes the participant has a basic understanding of leveled supports, behavior principles and the processes that comprise them. Additional training and coaching may be desirable to optimize the effective utilization and implementation of a practical FBA.

3. Success is Anchored in…
Identify the ONE underlying factor that MUST be present for students to engage and for any intervention to be successful. (Relationships). A Behavior Plan on top of a poor relationship is NOT going to be successful. John Hattie’s work on Visible Learning noted Teacher-Student Relationship resulted in a significant effect size (.72) for student achievement.

4. Optimizing Tier 2 Interventions

5. Tier I – REDUCE new cases & INCREASE ACADEMIC ENGAGED TIME
TIER II- DETERMINE FUNCTION
TIER III REDUCE INTENSITY & SEVERITY
Goal of each Tier of RtI differs.
The purpose of Tier I is to reduce new cases by increasing Academic Engaged Time. When students do not respond to quality core (Tier I) supports, targeted supports are offered after determining the purpose of the student’s problem, (target) behavior.

6. A reliable way to determine the purpose or (function) of a student’s behavior is to complete a functional behavior assessment, or FBA. Individuals familiar with FBA’s likely think of the comprehensive process typically applied with special needs students. Although a comprehensive FBA is a valuable tool, many educators may find it too cumbersome and impractical for students whose behavior is only mild to moderately problematic. In these cases, a practical FBA would be appropriate. Making a decision between a practical and comprehensive FBA is an important one and the information on this slide may help you distinguish between the two.

7. Existing aversive condition identified
Only 2 Basic Functions
Pos Reinf
Neg Reinf
Existing aversive condition identified
The purpose of this training is to provide a simple overview of how to conduct a practical FBA. Before we begin, one thing must be made clear. All behavior serves to communicate something. When we are talking about behavior that is deemed ‘problematic’, it is important to determine the purpose or function the ‘problem’ behavior serves for the student. The goal of all behavior is to either get or avoid a social, tangible or sensory interactions. Once you know the purpose (function) of the problem behavior, you will greatly increase the success of any intervention you implement to teach and reinforce a more appropriate replacement behavior. The purpose of the practical FBA is to help you accurately identify the purpose a behavior serves for a student that school staff see as a ‘problem’ behavior.

8. Practical FBA - Steps
D – DEFINE the Behavior A – ASK about Behavior S – SEE the Behavior H – HYPOTHESIZE purpose
DASH is an acronym to help remember the four steps to completing a Practical FBA. Because an FBA is considered an assessment, you should obtain parent permission to conduct a Practical FBA.

9. When students don’t respond to core behavioral practices, teachers and school teams may consider conducting a practical FBA. Practical FBA’s help clarify events that either predict or maintain undesirable behaviors. In other words, we can discover the purpose or ‘function’ the undesirable behavior is serving. Once we understand the function of the undesirable behavior, we can identify a replacement behavior that meets the same purpose (function) in an acceptable, (constructive) manner. The ABC’s of behavior helps organize and identify patterns before (Antecedent) a (Behavior) is triggered and what typically happens immediately after (Consequence) the behavior is exhibited.

10. The A-B-C’s of Behavior
Antecedent. When and Where?
Behavior. What?
Consequence. WHY?
A- Antecedents are events occurring immediately before the behavior. (The ‘When’ and ‘Where’)
B- Behavior. The observable problem (target) behavior. (The ‘What’)
C- Consequence. Events that happen immediately after the behavior. (The ‘Why’)

11. Always Start by Defining the Problem Behavior2
Antecedents/Triggers
When _____happens…. 1
Behavior:
the student does (what)__ 3
Consequence/Function
..and as a result ______
When completing a practical FBA, we always start by ‘D’ Defining the problem behavior. 11

12. Practical FBA – Steps
D – DEFINE the Behavior A – ASK about Behavior S – SEE the Behavior H – HYPOTHESIZE purpose
In the DASH acronym, We begin by DEFINING the Behavior…

13. DEFINE M – Measurable O – Observable O – Objective
When defining behavior, the MOO acronym may help us remember to state it in measurable, observable and objective terms.

14. Observable/Measurable Definition Non-observable/measurable Definition
Talks when teacher is lecturing, calling out in a loud voice, singing
Disruptive behaviors
Draws pictures during group work time
Off-task behaviors
Throwing objects, Kicking over chairs
Angry, Hostile Behaviors
Calls peers names
Inappropriate language
Tapping/ drumming on desk, looking around the classroom
Attention problems
Refusal to do work, failure to follow directions
Non-compliance
Yells “No” or “You can’t make me” when given direction
Defiance
Here are some examples and non-examples of behaviors.

15. Once you have defined the problem behavior…
Where & When does the behavior occur?
Routines
Triggering Antecedents 2
Antecedents/Triggers
When _____happens…. 1
Behavior:
the student does (what)__
After you have identified and defined, (operationalized) the target behavior, the next step is to figure out what events, routines or circumstances set the stage or ‘trigger’ the occurrence of the problem behavior. 15

16. Practical FBA
D – DEFINE the Behavior A – ASK about Behavior S – SEE the Behavior H – HYPOTHESIZE purpose
Understanding the triggers falls under step 2 of the DASH process.

17. INTERVIEW SPECIFY SUMMARIZE
After the behavior is clearly defined, it’s important to Ask about the behavior by interviewing staff and the student. During the interviews, it’s important to specify the routines WHERE and WHEN the behavior occurs and then summarize it. This training will review two options for interviewing that will drive you toward function based hypotheses. The two forms of interview are the Functional Assessment Checklist for Teachers and Staff or Students (FACTS) and the Student Intervention Matching Form (SIMF). FACTS is ideal for schools considering interventions outside those identified in the Student Intervention Matching Form. The SIMF is an efficient tool designed to optimize the success of an intervention by matching functions between problem behaviors and interventions.

18. The Functional Assessment Checklist (FACT) is published by PBIS
The Functional Assessment Checklist (FACT) is published by PBIS.org and comes in two formats; for Teachers/Staff and Student.

19. This is a screen shot of the Teacher/Staff “FACT” Sheet
This is a screen shot of the Teacher/Staff “FACT” Sheet. FACT stands for ‘Functional Assessment Checklist for Teachers and Staff’

20. Here is a screen shot of the ‘FACTS’ sheet for students.

21. Practical FBA
D – DEFINE the Behavior A – ASK about Behavior S – SEE the Behavior H – HYPOTHESIZE purpose
After you’ve gathered data (interviewed) relevant staff and the student, you should schedule a few observations in the settings that were identified as being problematic. By directly observing the problem behaviors, you gather data that allows you to align and measure teacher and student perceptions as well as gain a baseline of the behavior in question.

22. The FACTS sheet allows you to identify the settings, routines or contexts where you will most likely encounter the target behavior. You should obtain approximately five observations or a 3:1 ratio verifying the FACTS summary. Each observation need only last between minutes. The BIG idea is establishing a pattern.

23. Appendix C of the Practical FBA Resource Manual contains an ABC recording form that allows quick and efficient data gathering for problem behavior.

24. Complete ABC Recording Form based on FACTS Summary of Behavior
Determine When & Where to observe
Routine/ Setting: Math group – math tasks
Antecedent
Behavior
Consequence
Presented w/ double digit addition problems, subtraction or harder math facts
Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room
Staff may ignore initially, but redirects to math work lead to escalated behavior, student breaking materials and leaving classroom
Function: Avoid difficult Math tasks
ABC Recording Form
Antecedent
Behavior
Consequence

25. If data do not match FACTS summary ?
If data from observations do not match FACTS behavior summary or you are not convinced….
-Do another ABC observation
-Interview other staff that interact with student during target routine
-Interview the student

26. Practical FBA
D – DEFINE the Behavior A – ASK about Behavior S – SEE the Behavior H – HYPOTHESIZE purpose
Understanding the triggers falls under step 2 of the DASH process.

27. Once you have defined the behavior (the What) & know Where & When the behavior occurs…
Then: WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is the PAYOFF? 2
Routines/Antecedents/Setting Events:
When _____happens…. 1
Behavior:
the student does (what)__ 3
Consequence/Outcome
..and as a result ______ 27

28. HYPOTHESIZE
ALL behavior serves one of two purposes: To obtain something or to avoid something. The key to an effective intervention is accurately identifying what the purpose is. Once you’ve established purpose, (function) you can identify then either teach or reinforce an acceptable replacement behavior so the old behavior loses its value.

29. REPLACEMENT BEHAVIOR
Replacement behaviors should be more socially acceptable than the target behavior and…

30. Efficient REPLACEMENT BEHAVIOR
Be a more efficient way for a student to meet the needs that caused the undesirable behavior in the first place.
Efficient

31. Same PURPOSE REPLACEMENT BEHAVIOR
In order for an intervention to be successful, it is very important that the replacement behavior serve the same or similar purpose as the target or problem behavior.
Same PURPOSE

32. Additional Resources www.pbisworld.com PBIS World
Kentucky Coop Website
KY PBIS affiliate
KY PBIS affiliate
Evidence Based Interventions
OSEP site for PBIS